Download Becoming a Great High School: 6 Strategies and 1 Attitude by Tim R. Westerberg PDF

By Tim R. Westerberg

What is going to it take to maneuver your highschool to the following level?In changing into a superb highschool, former relevant Tim Westerberg emphasizes that major development in any highschool needs to begin with bettering the standard of guide within the lecture room. however the remoted efforts of person academics usually are not adequate. in the event that your tuition is functioning like a set of academic marketers held jointly via a typical parking zone, it is time for lecturers and directors to interact and pursue entire, coordinated thoughts that might aid all scholars be triumphant. Westerberg's 6+1 version for top college Reform indicates how high-achieving colleges hold luck and identifies what different faculties can do to accomplish comparable effects: undertake a we-expect-success angle. advance transparent tutorial targets. enforce powerful guideline. Use common formative overview. music pupil development. supply well timed intervention for suffering scholars. rejoice pupil success.Westerberg offers complete examine on highschool reform from top schooling specialists, candid examples from his 26 years as a significant, and thought-provoking insights from different highschool leaders who've taken up the decision to enhance their schools.If you are ready to take your highschool to the subsequent point, this publication offers you the instruments and methods to take the plunge and create a faculty that allows all scholars to arrive their complete capability.

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Extra resources for Becoming a Great High School: 6 Strategies and 1 Attitude That Make a Difference

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Instructional goals narrow what students focus on” (Marzano, Pickering, & Pollock, 2001, p. 94). Distinguishing Between Learning Activities and Learning Goals In my visits to high school classrooms, often in highly-acclaimed schools, I frequently find that students know what they are responsible for doing, but not what they are supposed to be learning. If I ask a student, “What are you supposed to be learning by doing _____ (the activity at hand),” he or she responds with a frustrated “I don’t know.

State standards documents typically include 1. 2. 3. 4. Too many standards Standards that are not of equal importance Standards that lack unidimensionality Standards that allow for vastly different expectations for students that vary between teachers 26 Becoming a Great High School Too Many Standards Are Included In many states, there are simply too many standards to serve as a viable curriculum. If the curriculum isn’t viable, individual teachers have to decide what to leave out, and guaranteed standards go out the window.

3. Clear guidance is given to teachers regarding the content to be addressed in specific courses, at specific grade levels. Individual teachers do not have the option to disregard or replace content that has been assigned to a specific course or grade level. The content articulated in the curriculum for a given course or grade level can be adequately addressed in the time available. (pp. 25–30) From an operational standpoint, educators and administrators can specify the content to be covered by setting clear, doable instructional goals at the classroom, school, and district level.

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